Emanuela Guarcello is Professor in Childhood and Primary Teachers Education, Department of Philosophy and Sciences of Education, University of Turin, Italy.Abele Longo is Senior Lecturer in Translation Studies, Department of Education, Middlesex University, UK.

"I really appreciated the book because it presents an innovative approach to education, based on aesthetic experiences, to facilitate a critical and constructive relationship between natural and artificial intelligence. This method proves particularly effective as it engages young people in a creative and emotional way, stimulating deep reflection on the ways in which AI can influence their lives and society as a whole."Barbara Bruschi is full professor of technology for education at the University of Turin.

• IntroductionPart 1. The relationship between new generations and AI technologies1 The “compound” act of transformation: the case of AI2 Fostering intellectual and ethical virtues in the age of Artificial Intelligence. The need for educators-in-the-loop 3 Artificial Intelligence and new perspectives for teaching/learning processes4 Leading engagement and learning in, out and between digital and non-digital environments. Hybrid-transitions as a space for children’s agency5 The dystopian threat of AI in primary education: looking towards a utopian postdigital ecopedagogy6 Bolts or Brains: how elementary school children conceptualize A.I. and reason about issues of personal disclosure and privacy7 The challenges of managing AItech: new educational needs for new generationsPart 2. Fostering a critical relationship with AI technologies through aesthetic experiences8 Aesthetic and techno-aesthetic experiences to educate school children in critical sensitivity and judgement 9 The contribution of visual aesthetic experiences conducted through AITech to educate critical and creative thinking in the primary school: the field of visual arts 10 AI, new forms of reading and agential children’s literature 11 Aesthetic experiences as a space of possibility 12 Towards a postmedia literacy: AI photographic filters, education, and self-representation 13 AI and robotics in education: catalysts and complexities 14 The use of artificial intelligence in various artistic researches on the problematization of physical space in relation to virtual space as a platformfor education 15 Educating through creativity with AI, with a view to the development of critical thinkingPart 3. Educational projects in primary school16 The Child –AI Rεlationship: the CAIRε research project educational experience 17 International call for AI Ethics: children draft their Ethical Charter on AI 18. Aesthetic experiences and immersive virtual environments: the IVE4Thinking educational project 19 Teaching the principles of artificial intelligence to Generation Z: the SMaILE-App mobile game application 20 The social robot Nao as an Intelligent Tutoring Robot: conducting the TCR test in primary schools21 The VR research on educational contexts in Mexico, a critical review of the literature 22 Designing an artificial intelligence curriculum for primary schoolingConclusion. From experiences to educational practices: lead project for promoting a critical management of AItech

Emanuela Guarcello is Professor in Childhood and Primary Teachers Education, Department of Philosophy and Sciences of Education, University of Turin, Italy.Abele Longo is Senior Lecturer in Translation Studies, Department of Education, Middlesex University, UK.

"I really appreciated the book because it presents an innovative approach to education, based on aesthetic experiences, to facilitate a critical and constructive relationship between natural and artificial intelligence. This method proves particularly effective as it engages young people in a creative and emotional way, stimulating deep reflection on the ways in which AI can influence their lives and society as a whole."Barbara Bruschi is full professor of technology for education at the University of Turin.

• IntroductionPart 1. The relationship between new generations and AI technologies1 The “compound” act of transformation: the case of AI2 Fostering intellectual and ethical virtues in the age of Artificial Intelligence. The need for educators-in-the-loop 3 Artificial Intelligence and new perspectives for teaching/learning processes4 Leading engagement and learning in, out and between digital and non-digital environments. Hybrid-transitions as a space for children’s agency5 The dystopian threat of AI in primary education: looking towards a utopian postdigital ecopedagogy6 Bolts or Brains: how elementary school children conceptualize A.I. and reason about issues of personal disclosure and privacy7 The challenges of managing AItech: new educational needs for new generationsPart 2. Fostering a critical relationship with AI technologies through aesthetic experiences8 Aesthetic and techno-aesthetic experiences to educate school children in critical sensitivity and judgement 9 The contribution of visual aesthetic experiences conducted through AITech to educate critical and creative thinking in the primary school: the field of visual arts 10 AI, new forms of reading and agential children’s literature 11 Aesthetic experiences as a space of possibility 12 Towards a postmedia literacy: AI photographic filters, education, and self-representation 13 AI and robotics in education: catalysts and complexities 14 The use of artificial intelligence in various artistic researches on the problematization of physical space in relation to virtual space as a platformfor education 15 Educating through creativity with AI, with a view to the development of critical thinkingPart 3. Educational projects in primary school16 The Child –AI Rεlationship: the CAIRε research project educational experience 17 International call for AI Ethics: children draft their Ethical Charter on AI 18. Aesthetic experiences and immersive virtual environments: the IVE4Thinking educational project 19 Teaching the principles of artificial intelligence to Generation Z: the SMaILE-App mobile game application 20 The social robot Nao as an Intelligent Tutoring Robot: conducting the TCR test in primary schools21 The VR research on educational contexts in Mexico, a critical review of the literature 22 Designing an artificial intelligence curriculum for primary schoolingConclusion. From experiences to educational practices: lead project for promoting a critical management of AItech

Emanuela Guarcello is Professor in Childhood and Primary Teachers Education, Department of Philosophy and Sciences of Education, University of Turin, Italy.Abele Longo is Senior Lecturer in Translation Studies, Department of Education, Middlesex University, UK.

"I really appreciated the book because it presents an innovative approach to education, based on aesthetic experiences, to facilitate a critical and constructive relationship between natural and artificial intelligence. This method proves particularly effective as it engages young people in a creative and emotional way, stimulating deep reflection on the ways in which AI can influence their lives and society as a whole."Barbara Bruschi is full professor of technology for education at the University of Turin.

• IntroductionPart 1. The relationship between new generations and AI technologies1 The “compound” act of transformation: the case of AI2 Fostering intellectual and ethical virtues in the age of Artificial Intelligence. The need for educators-in-the-loop 3 Artificial Intelligence and new perspectives for teaching/learning processes4 Leading engagement and learning in, out and between digital and non-digital environments. Hybrid-transitions as a space for children’s agency5 The dystopian threat of AI in primary education: looking towards a utopian postdigital ecopedagogy6 Bolts or Brains: how elementary school children conceptualize A.I. and reason about issues of personal disclosure and privacy7 The challenges of managing AItech: new educational needs for new generationsPart 2. Fostering a critical relationship with AI technologies through aesthetic experiences8 Aesthetic and techno-aesthetic experiences to educate school children in critical sensitivity and judgement 9 The contribution of visual aesthetic experiences conducted through AITech to educate critical and creative thinking in the primary school: the field of visual arts 10 AI, new forms of reading and agential children’s literature 11 Aesthetic experiences as a space of possibility 12 Towards a postmedia literacy: AI photographic filters, education, and self-representation 13 AI and robotics in education: catalysts and complexities 14 The use of artificial intelligence in various artistic researches on the problematization of physical space in relation to virtual space as a platformfor education 15 Educating through creativity with AI, with a view to the development of critical thinkingPart 3. Educational projects in primary school16 The Child –AI Rεlationship: the CAIRε research project educational experience 17 International call for AI Ethics: children draft their Ethical Charter on AI 18. Aesthetic experiences and immersive virtual environments: the IVE4Thinking educational project 19 Teaching the principles of artificial intelligence to Generation Z: the SMaILE-App mobile game application 20 The social robot Nao as an Intelligent Tutoring Robot: conducting the TCR test in primary schools21 The VR research on educational contexts in Mexico, a critical review of the literature 22 Designing an artificial intelligence curriculum for primary schoolingConclusion. From experiences to educational practices: lead project for promoting a critical management of AItech